Chapter Eight: Holding Students Accountable for Previous Teaching
#1. We are held accountable for what we teach. We need to hold our students accountable also for what we have taught them as we confer. The reasons why we need to follow up on previously taught skills are stated on page 102. Comment on these. Would you add more reasons to this list? If so, what? Respond Here: Chapter 8 from Bobbi Friend #1 – As a teacher, it is always important to follow up on previously taught skills before moving on the new skills. As stated on page 101, “Too often when I teach something new, both the student and I grow overwhelmed by the amount of new learning that is required.” It is vital to review before teaching something new and in the process of reviewing be certain that the student has a grasp of the old skills so we do not overwhelm them. According the authors, there many reasons to start a reading conference by reviewing old skills. First, you hold them accountable to implement what has been taught. Second, you can lift the level of sophistication of the skill. Third, you can offer multiple attempts at approximating the skill and strategy when you review old skills. We can remind students how to use the skill in many different texts. Also, it helps students incorporate skills into their reading lives with ease and solidify why the skill is necessary.
We need to go back to go forward. As we build the solid foundation of a literate community, checking to find that our students internalized and are using the strategies to move forward in their reading. This also gives the students the opportunity to practice what has been taught. I am accountable for what I teach. This will help me to prepare for my conferring sessions. It also is my reflective opportunity on "how am I doing".
Margaret Fox
Following up with what students have been taught is a great way to hold them accountable for learning. I fully agree with the statement made on page 102 that, “By following up with skills and strategies I previously taught, I am sending the message to students that once they are taught a new skill and strategy the expectation is that they incorporate it into their reading lives from now on.” Students are much more likely to continue a skill or strategy when they know you will be checking in with them when you confer again.
It is also important because it provides students with the distributed practice necessary to make the learning their own. If research states that students must be exposed to material 28 times over three weeks to achieve mastery, then we must revisit concepts previously taught in our conferring.
Finally, what better way to start a conference than by complementing the new skill or strategy the reader is using? The skill or strategy can then be retaught, if necessary, or the students’ understanding of the concept can be taken to a deeper level. It allows the teacher to have some idea of what will be discussed during the conference before sitting down with the student. Researching what the student is still important, but this can provide a lens to help narrow the focus.
Stephanie Cooper Following up on previously learned lessons and skills is something that I’m realizing more the importance of each year I teach. When I first started teaching I think I was more set on a Mastery type of learning and would often move onto new units and leave the old units behind. Every year I seem to understand better that learning how to read doesn’t follow that linear approach. I love Margaret’s comment that you have to step back to move forward. That is so true and following up with students does indeed hold them accountable. They learn quickly that what we are learning in September doesn’t go away in December. I also like following up with a student because it does “lift the level of sophistication by which a student can implement the skill.” This has profound impact on the student who sees their learning as more advanced and themselves as more capable. I used follow-up in this way a lot as a form of complimenting the student last year. I also appreciate Stephanie’s comment on having to practice skills often to truly internalize it (28 times). By following up on previously learned skills you are giving that student another chance to practice something and hopefully solidify that learning. Garth
First graders need concepts repeated numerous times until it becomes routine. If not, they become overwhelmed and shut down. When we follow up on skills we are letting our students know that we feel what we have taught is important and worth taking the time to revisit it. "When you stick with one skill for a few conferences,this holds the reader accountable to implement what is taught to them." We also can build off of the skills we are following up on. Students grasp skills at different paces and by practicing them many times we can give our kids different opportunities to grab ahold of them when they are ready to do so. Ronda
I think holding students accountable with multiple follow-ups helps keep more students engaged. Once they understand that you WILL be following up, on multiple occasions, I think they will buy-in sooner. Some of my students have built in some great stalling techniques. "If I don't do it, Mr. Gerard will move on." I think as long as I'm taking notes and have the evidence that we have worked on these strategies, that eventually, they will come around to class expectations. I think the ability to teach students to use strategies and skills more deeply is important also. I feel in the past I've taught to that superficial level, and haven't asked enough of my students or myself. I hope as I gain experience with conferring that I can help my students grow their learning and use those skills as they move on."Assessing whether or not my students are able to approximate what I previously taught them gives me the chance to assess whether I am teaching in ways that "stick"- by that, I mean whether what I teach today is something the student is able to do continually after I am gone."p.103. I hope gone means retired:>) Mike,
I agree with all of the statements on the chart on page 103. Following up on previously taught skills is crucial to ensure that a student internalizes what was taught. When we are differentiating instruction and trying to teach what we see that student needs at that moment, I think it is easy to teach bredth not depth. However, following up with a previously taught skill offers them more opportunities to practice it as well as support for "growth toward greater sophistication within one skill." (p, 103) Also, if we hold the students accountable for learning what was taught during a conference by bringing it up at the following conference, they learn that we believe what we teach is important and valuable, and they are expected to take some ownership in their own learning. ~Stephanie B.
By learning skills and implements them new skills or coping can be accomplished. Students all come with different strength and weaknesses. These weakness something’s can best be filled by the students themselves look at what they have learned or accomplished before and then use that to invent a way that works for them. How they remember the details whether a picture—the movie mind or comparing it to a similar real movie. There are so many movies now to compare to—this was not so possible generations ago. KDN
As is stated on page 102, “ By following up with skills and strategies previously taught, I am sending the message to students that once they are taught a new skill and strategy, the expectation is that they will incorporate it into their reading life from now on.” So often students just want to finish the book or the skill sheet they have been given and don’t internalize the skill or strategy that we have taught. By revisiting these skills, students will know they need to use these skills and make them a part of their on-going, daily reading lives. What better gift to give our students. By being organized and keeping track of the skills and strategies I have conferenced with a student on; I can hold that student accountable for their learning and their use of the skills and strategies.
Sue Ronning
I totally agree with what Stephanie stated. Our district has supported PEAK training, so the concept of following up on previously taught skills is nothing new. When you teach a student a skill, you need to have expectations so that student knows you are not letting them off the hook and they never have to use it again. By revisiting it with distributive practice, you are making sure they have that skill down. TGaribay
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#2.The authors share an example of one way to record what was previously taught and ideas for further teaching points. They also suggest creating a skill sheet with at least two strategies per skill to help you as you decide what to teach. Share your thoughts on these reference tools. Respond Here: I really liked the idea of creating a chart that shows at least two strategies to teach a skill. And as Bobbi suggested, I see having this in my conferring notebook to have readily available. Having thought through that skill ahead of time will give me the confidence and knowledge to help a reader on the spot in a conference. I also liked the example on page 109 showing the T-chart of compliments and teaching points. I find this helpful when I work with students. What I will do differently is to jot all the compliments and teaching points for a student and put a date by the ones I used that day. I think it will be more helpful to see a running list that I can work through with a child that is geared to his/her individual needs. Sara Sabourin Chapter 8 from Bobbi Friend #2 It is absolutely vital to have some sort of a recording sheet for your conferences. The form shown on page 109 which includes the compliment and what you can teach the reader set up in a simple T-chart is very user friendly and easy to replicate. If a teacher does not have a system for recording the conferring portion of reader’s workshop, the teacher will not be as effective in guiding student’s reading progress. I love the sheet shown in the example. I would use this form in addition to a whole class form. The whole class form can be used to keep track of whom you have met with as well as the dates for the meetings. The form on page 110 is one that I would put inside of the conference folder to refer back to as I confer with students. It is important to know the skills and strategies that you need to focus on in order to support the student as they progress through their skills.
We were given a book that has recording sheets for each child. Now I know how to put this valuable tool to work. Thank goodness this book study came to me. I was given the material with no understanding how to incorporate into my lessons, The info in Chapter 8 had examples that I now can put ito use when preparing to confer. These forms will also guide my planning and teaching strategies.
Margaret Fox
I like the T chart used by the authors to record possible compliments and teaching points and agree with Bobbi that it is very user friendly. I took notes last year each time I conferred with a student or group of students, but like this format as it keeps track of the compliment I gave, others I could have given, and other teaching points. I plan to create these charts and keep a binder with dividing tabs for each student. At the front of the binder will be a class list that will allow me to keep track of when I have conferred with students. This will ensure I am seeing all students and not seeing some students too often. After all, if I am constantly conferring with a child, he/she has no time to practice the skills and strategies being taught. The skill sheet is another great tool. What an easy way to have strategies planned out for immediate use. I like that it gives at least two ideas so that if a student has shown mastery over one strategy then I can teach another to deepen understanding. I am hoping that we are given time in workshop to create lists together…to maximize all of the brainpower in the room. Stephanie Cooper
I like Stephanie's idea to create a T chart similar to the one on page 110 to help me remember different strategies that go with particular skills. I think it is important for the students that I have more than one strategy for each skill. Students are not a one size fits all type learners so I think the idea of having this in a binder so I can refer to it when I confer with students will be very helpful. I know that I tend to loose my train of thought when I get into a conversation so having something to refer to will help me keep on track. I did get a binder with 25 dividers so once I get my class list I can get things organized by student. I feel that the more organized I am with my conferring the better I will be able to do with my students so I am putting a lot of thought and planning into my conferring system that I will start the year off with. I realize I may need to change the way I do things as I get into it but at least I will have a starting place.--Jodee Tuttle
The T chart sees like it would be a great tool. I like that the compliment is recoreded so that you can monitor what strategies you've reinforced. My intervention sessions are a little different format that a conference, because I always have a teaching point determined based on a previous session. Therefore, my recording methods are somewhat different. During our 30- minutes, I record what I notice, what was taught, if they applied what was taught, and what I need to teach next time. I currently use more of a 3-column chart. I have a column to record strengths I noticed, a column for challenges the reader faced, and a column to record what my next steps are in supporting the reader. My next steps are basically the teaching point I will cover in the next conference based on the challenges the student had. However, I would have appreciated a skill sheet to help me plan the teaching target. It would also be helpful for when a student masters a skill mid-session and I need to move on to a different teaching point immediately. I agree with Stephanie that a collaboratve effort to create these sheets would be powerful! ~ Stephanie B.
I like the T chart as well because it helps remind me to start off the conference with a compliment and then go on to the teaching. Referring back to the T chart helps me get ready for the next conference I have with a student. The T chart is also a good resource to share with parents. Typical of our profession there are many other types of conferring charts that other teachers have created and have shared. Simply Google search conferring with readers sheets and you’ll find many of choices. Next year I am going to try a new conferring app for an IPAD or IPHONE. Here is a link to a video tutorial. – Garth http://www.youtube.com/watch?v=BP50efYl5QI
Thanks for sharing this Garth! Great idea. Linda
I agree, the T-Chart is a simple way to keep track of the date, compliments given, what I could teach. I like the space it provides. There is plenty of room to add information that I may not have recorded before, or information that needs me to spend more time researching. The Skill/Strategies Chart, p.110 has precise information that is easy to use. A notebook full of these charts would sure be handy. The Common Follow-up Research Questionsp.105 will be posted near my cinference sheets to help keep me on track. Mike
I agree that the T-Chart is a very user friendly way to keep track of your compliments and your ideas of what you could teach. I like the idea of putting the T-Charts in a notebook with children's names on the tabs. I used a clip board before with note cards taped on it. They were staggered a little so you could put names on the bottom and flip them up to get to a certain student. Some draw backs of this is where to keep them when they were full and that there wasn't much room to write on them. I like the charts because I can add to the notebook as I need to and they will all be in one place. Hopefully this will keep me more organized.
I agree with Bobbi that the form on page 110 is one that I would like to put inside the folder to refer back to as I confer with students. It will help me to remember different strategies that go with certain skills. Ronda
I would suggest using the Fountas & Pinnell levels as a springboard. I would make enlarged copies so there would be room to write any additional strategies as they come to you during groups. Like dreams right the idea down or they slip away. There are so many great strategies that match a skill in the F & P book. Pg 111 –114 again go over the ways that we can demonstrate, example and explanation and coach students through each method. KDN
I like the t-chart that was shared in the book. The simpler the record-keeping the easier it is to keep up on it and use the information included. Another teacher in my building and I have discussed gathering a list of strategies and skills for each strategy so we have that resource available as we conference with students. Being able to work with others on this journey and share what we have found will make this journey stronger for my students and myself.
Sue Ronning
Sue and I have talked about how we are going to do this. lol We both like the t-chart format. We were given a hand-out with it already created at our class last week. Having the skills for each level at our fingertips will be so helpful when using this t-chart. We have discussed in great detail how we are going to organize our conferring folder this school year. Having her to bounce ideas and problems off of will be so important to me this year as I teach Reader's Workshop. TGaribay -----------------------------------------------------------------------------------------------------------------------
#3. This chapter has illustrated for us how we can hold our students' accountable for what we teach. There are examples of how we can track our teaching during conferring, choose the skill the reader needs and then choose which method of instruction would be a good fit. Comment on what you agree with, argue or aspire to in this chapter. Respond Here: I am excited to create a list of skills the readers need and the strategies that he/she may use to get there. I find it difficult at times to think of another way to teach the child how to achieve a reading skill. I feel confident with the print work strategies (such as pointing, rereading, etc.) but find it more challenging to know how to best teach young children how to, for example, infer a character’s traits. I see creating a visual cue sheet to go with the original one my colleagues and I made. The new one would break down the strategies under the skill.
I am feeling more confident about holding readers accountable with their progress. I’m thinking that using sticky notes more this year will help the child and me track his/her thinking. The quote on page 102, “Often, less is more” is a helpful one to live and teach by. It’s important that a child feels secure with his learning before overwhelming him (and me) with more new information! Sara Sabourin
#1. We are held accountable for what we teach. We need to hold our students accountable also for what we have taught them as we confer. The reasons why we need to follow up on previously taught skills are stated on page 102. Comment on these. Would you add more reasons to this list? If so, what?
Respond Here:
Chapter 8 from Bobbi Friend #1 – As a teacher, it is always important to follow up on previously taught skills before moving on the new skills. As stated on page 101, “Too often when I teach something new, both the student and I grow overwhelmed by the amount of new learning that is required.” It is vital to review before teaching something new and in the process of reviewing be certain that the student has a grasp of the old skills so we do not overwhelm them. According the authors, there many reasons to start a reading conference by reviewing old skills. First, you hold them accountable to implement what has been taught. Second, you can lift the level of sophistication of the skill. Third, you can offer multiple attempts at approximating the skill and strategy when you review old skills. We can remind students how to use the skill in many different texts. Also, it helps students incorporate skills into their reading lives with ease and solidify why the skill is necessary.
We need to go back to go forward. As we build the solid foundation of a literate community, checking to find that our students internalized and are using the strategies to move forward in their reading. This also gives the students the opportunity to practice what has been taught. I am accountable for what I teach. This will help me to prepare for my conferring sessions. It also is my reflective opportunity on "how am I doing".
Margaret Fox
Following up with what students have been taught is a great way to hold them accountable for learning. I fully agree with the statement made on page 102 that, “By following up with skills and strategies I previously taught, I am sending the message to students that once they are taught a new skill and strategy the expectation is that they incorporate it into their reading lives from now on.” Students are much more likely to continue a skill or strategy when they know you will be checking in with them when you confer again.
It is also important because it provides students with the distributed practice necessary to make the learning their own. If research states that students must be exposed to material 28 times over three weeks to achieve mastery, then we must revisit concepts previously taught in our conferring.
Finally, what better way to start a conference than by complementing the new skill or strategy the reader is using? The skill or strategy can then be retaught, if necessary, or the students’ understanding of the concept can be taken to a deeper level. It allows the teacher to have some idea of what will be discussed during the conference before sitting down with the student. Researching what the student is still important, but this can provide a lens to help narrow the focus.
Stephanie Cooper
Following up on previously learned lessons and skills is something that I’m realizing more the importance of each year I teach. When I first started teaching I think I was more set on a Mastery type of learning and would often move onto new units and leave the old units behind. Every year I seem to understand better that learning how to read doesn’t follow that linear approach. I love Margaret’s comment that you have to step back to move forward. That is so true and following up with students does indeed hold them accountable. They learn quickly that what we are learning in September doesn’t go away in December. I also like following up with a student because it does “lift the level of sophistication by which a student can implement the skill.” This has profound impact on the student who sees their learning as more advanced and themselves as more capable. I used follow-up in this way a lot as a form of complimenting the student last year. I also appreciate Stephanie’s comment on having to practice skills often to truly internalize it (28 times). By following up on previously learned skills you are giving that student another chance to practice something and hopefully solidify that learning. Garth
First graders need concepts repeated numerous times until it becomes routine. If not, they become overwhelmed and shut down. When we follow up on skills we are letting our students know that we feel what we have taught is important and worth taking the time to revisit it. "When you stick with one skill for a few conferences,this holds the reader accountable to implement what is taught to them." We also can build off of the skills we are following up on. Students grasp skills at different paces and by practicing them many times we can give our kids different opportunities to grab ahold of them when they are ready to do so. Ronda
I think holding students accountable with multiple follow-ups helps keep more students engaged. Once they understand that you WILL be following up, on multiple occasions, I think they will buy-in sooner. Some of my students have built in some great stalling techniques. "If I don't do it, Mr. Gerard will move on." I think as long as I'm taking notes and have the evidence that we have worked on these strategies, that eventually, they will come around to class expectations. I think the ability to teach students to use strategies and skills more deeply is important also. I feel in the past I've taught to that superficial level, and haven't asked enough of my students or myself. I hope as I gain experience with conferring that I can help my students grow their learning and use those skills as they move on."Assessing whether or not my students are able to approximate what I previously taught them gives me the chance to assess whether I am teaching in ways that "stick"- by that, I mean whether what I teach today is something the student is able to do continually after I am gone."p.103. I hope gone means retired:>)
Mike,
I agree with all of the statements on the chart on page 103. Following up on previously taught skills is crucial to ensure that a student internalizes what was taught. When we are differentiating instruction and trying to teach what we see that student needs at that moment, I think it is easy to teach bredth not depth. However, following up with a previously taught skill offers them more opportunities to practice it as well as support for "growth toward greater sophistication within one skill." (p, 103) Also, if we hold the students accountable for learning what was taught during a conference by bringing it up at the following conference, they learn that we believe what we teach is important and valuable, and they are expected to take some ownership in their own learning. ~Stephanie B.
By learning skills and implements them new skills or coping can be accomplished. Students all come with different strength and weaknesses. These weakness something’s can best be filled by the students themselves look at what they have learned or accomplished before and then use that to invent a way that works for them. How they remember the details whether a picture—the movie mind or comparing it to a similar real movie. There are so many movies now to compare to—this was not so possible generations ago. KDN
As is stated on page 102, “ By following up with skills and strategies previously taught, I am sending the message to students that once they are taught a new skill and strategy, the expectation is that they will incorporate it into their reading life from now on.” So often students just want to finish the book or the skill sheet they have been given and don’t internalize the skill or strategy that we have taught. By revisiting these skills, students will know they need to use these skills and make them a part of their on-going, daily reading lives. What better gift to give our students. By being organized and keeping track of the skills and strategies I have conferenced with a student on; I can hold that student accountable for their learning and their use of the skills and strategies.
Sue Ronning
I totally agree with what Stephanie stated. Our district has supported PEAK training, so the concept of following up on previously taught skills is nothing new. When you teach a student a skill, you need to have expectations so that student knows you are not letting them off the hook and they never have to use it again. By revisiting it with distributive practice, you are making sure they have that skill down. TGaribay
---------------------------------------------------------------------------------------------------------------------
#2.The authors share an example of one way to record what was previously taught and ideas for further teaching points. They also suggest creating a skill sheet with at least two strategies per skill to help you as you decide what to teach. Share your thoughts on these reference tools.
Respond Here:
I really liked the idea of creating a chart that shows at least two strategies to teach a skill. And as Bobbi suggested, I see having this in my conferring notebook to have readily available. Having thought through that skill ahead of time will give me the confidence and knowledge to help a reader on the spot in a conference. I also liked the example on page 109 showing the T-chart of compliments and teaching points. I find this helpful when I work with students. What I will do differently is to jot all the compliments and teaching points for a student and put a date by the ones I used that day. I think it will be more helpful to see a running list that I can work through with a child that is geared to his/her individual needs.
Sara Sabourin
Chapter 8 from Bobbi Friend #2 It is absolutely vital to have some sort of a recording sheet for your conferences. The form shown on page 109 which includes the compliment and what you can teach the reader set up in a simple T-chart is very user friendly and easy to replicate. If a teacher does not have a system for recording the conferring portion of reader’s workshop, the teacher will not be as effective in guiding student’s reading progress. I love the sheet shown in the example. I would use this form in addition to a whole class form. The whole class form can be used to keep track of whom you have met with as well as the dates for the meetings. The form on page 110 is one that I would put inside of the conference folder to refer back to as I confer with students. It is important to know the skills and strategies that you need to focus on in order to support the student as they progress through their skills.
We were given a book that has recording sheets for each child. Now I know how to put this valuable tool to work. Thank goodness this book study came to me. I was given the material with no understanding how to incorporate into my lessons, The info in Chapter 8 had examples that I now can put ito use when preparing to confer. These forms will also guide my planning and teaching strategies.
Margaret Fox
I like the T chart used by the authors to record possible compliments and teaching points and agree with Bobbi that it is very user friendly. I took notes last year each time I conferred with a student or group of students, but like this format as it keeps track of the compliment I gave, others I could have given, and other teaching points. I plan to create these charts and keep a binder with dividing tabs for each student. At the front of the binder will be a class list that will allow me to keep track of when I have conferred with students. This will ensure I am seeing all students and not seeing some students too often. After all, if I am constantly conferring with a child, he/she has no time to practice the skills and strategies being taught.
The skill sheet is another great tool. What an easy way to have strategies planned out for immediate use. I like that it gives at least two ideas so that if a student has shown mastery over one strategy then I can teach another to deepen understanding. I am hoping that we are given time in workshop to create lists together…to maximize all of the brainpower in the room.
Stephanie Cooper
I like Stephanie's idea to create a T chart similar to the one on page 110 to help me remember different strategies that go with particular skills. I think it is important for the students that I have more than one strategy for each skill. Students are not a one size fits all type learners so I think the idea of having this in a binder so I can refer to it when I confer with students will be very helpful. I know that I tend to loose my train of thought when I get into a conversation so having something to refer to will help me keep on track. I did get a binder with 25 dividers so once I get my class list I can get things organized by student. I feel that the more organized I am with my conferring the better I will be able to do with my students so I am putting a lot of thought and planning into my conferring system that I will start the year off with. I realize I may need to change the way I do things as I get into it but at least I will have a starting place.--Jodee Tuttle
The T chart sees like it would be a great tool. I like that the compliment is recoreded so that you can monitor what strategies you've reinforced. My intervention sessions are a little different format that a conference, because I always have a teaching point determined based on a previous session. Therefore, my recording methods are somewhat different. During our 30- minutes, I record what I notice, what was taught, if they applied what was taught, and what I need to teach next time. I currently use more of a 3-column chart. I have a column to record strengths I noticed, a column for challenges the reader faced, and a column to record what my next steps are in supporting the reader. My next steps are basically the teaching point I will cover in the next conference based on the challenges the student had. However, I would have appreciated a skill sheet to help me plan the teaching target. It would also be helpful for when a student masters a skill mid-session and I need to move on to a different teaching point immediately. I agree with Stephanie that a collaboratve effort to create these sheets would be powerful! ~ Stephanie B.
I like the T chart as well because it helps remind me to start off the conference with a compliment and then go on to the teaching. Referring back to the T chart helps me get ready for the next conference I have with a student. The T chart is also a good resource to share with parents. Typical of our profession there are many other types of conferring charts that other teachers have created and have shared. Simply Google search conferring with readers sheets and you’ll find many of choices. Next year I am going to try a new conferring app for an IPAD or IPHONE. Here is a link to a video tutorial. – Garth
http://www.youtube.com/watch?v=BP50efYl5QI
Thanks for sharing this Garth! Great idea. Linda
I agree, the T-Chart is a simple way to keep track of the date, compliments given, what I could teach. I like the space it provides. There is plenty of room to add information that I may not have recorded before, or information that needs me to spend more time researching. The Skill/Strategies Chart, p.110 has precise information that is easy to use. A notebook full of these charts would sure be handy. The Common Follow-up Research Questionsp.105 will be posted near my cinference sheets to help keep me on track.
Mike
I agree that the T-Chart is a very user friendly way to keep track of your compliments and your ideas of what you could teach. I like the idea of putting the T-Charts in a notebook with children's names on the tabs. I used a clip board before with note cards taped on it. They were staggered a little so you could put names on the bottom and flip them up to get to a certain student. Some draw backs of this is where to keep them when they were full and that there wasn't much room to write on them. I like the charts because I can add to the notebook as I need to and they will all be in one place. Hopefully this will keep me more organized.
I agree with Bobbi that the form on page 110 is one that I would like to put inside the folder to refer back to as I confer with students. It will help me to remember different strategies that go with certain skills. Ronda
I would suggest using the Fountas & Pinnell levels as a springboard. I would make enlarged copies so there would be room to write any additional strategies as they come to you during groups. Like dreams right the idea down or they slip away. There are so many great strategies that match a skill in the F & P book. Pg 111 –114 again go over the ways that we can demonstrate, example and explanation and coach students through each method. KDN
I like the t-chart that was shared in the book. The simpler the record-keeping the easier it is to keep up on it and use the information included. Another teacher in my building and I have discussed gathering a list of strategies and skills for each strategy so we have that resource available as we conference with students. Being able to work with others on this journey and share what we have found will make this journey stronger for my students and myself.
Sue Ronning
Sue and I have talked about how we are going to do this. lol We both like the t-chart format. We were given a hand-out with it already created at our class last week. Having the skills for each level at our fingertips will be so helpful when using this t-chart. We have discussed in great detail how we are going to organize our conferring folder this school year. Having her to bounce ideas and problems off of will be so important to me this year as I teach Reader's Workshop. TGaribay
-----------------------------------------------------------------------------------------------------------------------
#3. This chapter has illustrated for us how we can hold our students' accountable for what we teach. There are examples of how we can track our teaching during conferring, choose the skill the reader needs and then choose which method of instruction would be a good fit. Comment on what you agree with, argue or aspire to in this chapter.
Respond Here:
I am excited to create a list of skills the readers need and the strategies that he/she may use to get there. I find it difficult at times to think of another way to teach the child how to achieve a reading skill. I feel confident with the print work strategies (such as pointing, rereading, etc.) but find it more challenging to know how to best teach young children how to, for example, infer a character’s traits. I see creating a visual cue sheet to go with the original one my colleagues and I made. The new one would break down the strategies under the skill.
I am feeling more confident about holding readers accountable with their progress. I’m thinking that using sticky notes more this year will help the child and me track his/her thinking. The quote on page 102, “Often, less is more” is a helpful one to live and teach by. It’s important that a child feels secure with his learning before overwhelming him (and me) with more new information!
Sara Sabourin